Special Education Behavior/SEL Classroom Teacher - Elementary

Young World Physical Education

Monmouth (OR)

On-site

USD 54,416 - 97,645

Full time

14 days+

Get more replies from employers

Send a job-specific resume in minutes.

Job summary

A local educational institution in Monmouth, Oregon, is seeking a Special Education Behavior Teacher for elementary students. The role focuses on creating a supportive environment for students with social-emotional and behavioral needs while implementing IEPs and facilitating behavior assessments. The ideal candidate will have a Bachelor’s degree in Education, a valid teaching license, and experience in behavior management. Bilingual skills in English and Spanish are preferred. Full-time position with a salary range of $54,416 to $97,645 annually.

Qualifications

Experience with creating and implementing behavior support plans.
Commitment to trauma-informed practices and restorative practices.
Ability to analyze data and adjust interventions accordingly.

Responsibilities

Design and implement a structured classroom program for students.
Develop and implement Individualized Education Programs (IEPs).
Provide culturally responsive explicit instruction and behavioral support.

Skills

Experience working with social-emotional and behavioral needs

Bilingual (English and Spanish)

Data collection and progress monitoring

Effective classroom management

Education

Bachelor's degree or higher in Education or a related field

Valid Oregon teaching license with Special Education endorsement

Job description

Special Education Behavior/SEL Classroom Teacher - Elementary

CENTRAL SD 13J ASH CREEK ELEMENTARY - Monmouth, Oregon | Open in Google Maps. This job is also posted in Central School District 13J.

Job Details

Job ID: 5622005
Application Deadline: Posted until filled
Posted: Apr 01, 2026 7:00 AM (UTC)
Starting Date: Immediately

Job Description

JOB SUMMARY:

The Special Education Behavior Teacher designs and leads a structured, supportive classroom program for students with social-emotional and behavioral needs. This role focuses on helping students build the skills necessary for success in academics, relationships, self-regulation, and daily functioning. The teacher creates a safe, predictable learning environment and provides explicit instruction, targeted intervention, and coaching to support student growth and successful participation in general education settings.

This position leads a program that serves students across a continuum of need from those who participate for most of the school day to those who access the classroom for targeted supports such as check‑ins, reteaching, and access to a regulated break space. As students build skills and independence, they are supported in transitioning to less frequent use of the program and sustained success in general education settings.

This position reports to the building Principal and preference for bilingual candidates fluent in English and Spanish. Please note that the salary listed below reflects the 2025/2026 licensed salary schedule and may be subject to change pending contract negotiations.

ESSENTIAL FUNCTIONS

Designs and implements a structured, supportive classroom program for students with social‑emotional and behavioral needs
Creates and maintains a safe, predictable, and inclusive learning environment
Develops and implements Individualized Education Programs (IEPs), including goals, accommodations, and specially designed instruction
Performs case management duties for assigned students, including coordinating services, monitoring progress, implementing IEPs, and communicating with team members and families
Facilitates and implements functional behavior assessments (FBAs), behavior intervention plans (BIPs), and crisis plans
Provides culturally and linguistically responsive explicit instruction and behavioral support across a continuum of need, including full‑day services and targeted supports such as check‑ins, reteaching, and regulated break space
Collaborates with school staff to coordinate and monitor student access to program and general education settings, including scheduling, transitions, and use of classroom spaces, ensuring continuity of supports
Provides short‑term, targeted interventions to support skill development and re‑engagement in general education settings
Develops and implements plans to support student transition to increased independence and participation in general education settings
Supports generalization of skills across settings, including classrooms, common areas, and unstructured times
Uses data to monitor progress and inform instruction, intervention adjustments, and level of support
Collaborates with staff to implement behavior strategies and ensure consistency across settings
Supervises, trains, and supports instructional assistants to ensure consistent implementation of supports and program expectations
Collaborates with specialists, support staff, and administrators to coordinate services and support student outcomes
Communicates regularly with families to share progress, strategies, and support student success
Participates in and/or facilitates meetings (e.g., IEPs, team meetings, problem‑solving teams) to support student planning and services
Supports crisis prevention, intervention, and post‑incident follow‑up aligned with district practices
Engages in ongoing reflection and collaboration to support continuous program improvement

Other Functions and Responsibilities

Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the school program.

JOB REQUIREMENTS

Minimum Qualifications

Valid Oregon teaching license with Special Education endorsement (or ability to obtain)
Experience working with students with social‑emotional and behavioral needs

PREFERRED

Experience in a structured behavior program or similar setting
Experience working with students across a range of behavioral needs, including intensive and short‑term supports
Experience supervising and supporting instructional assistants
Bilingual (Spanish/English) skills

KNOWLEDGE OF

Trauma‑informed practices and the impact of trauma on learning, behavior, and relationships
Restorative practices that support relationship‑building, accountability, and positive student outcomes
Behavioral theories and evidence‑based practices, including FBAs, BIPs, and MTSS
Social‑emotional learning and explicit skill instruction
Special education processes, including IEP development, implementation, and compliance
Culturally responsive and equity‑centered practices, including working with multilingual learners
Data collection, progress monitoring, and data‑based decision‑making
Effective classroom management and structured behavior supports
Community resources and systems of care
Applicable laws, regulations, and ethical practices

ABILITY TO

Create a structured, predictable, and supportive classroom environment
Remain calm, regulated, and responsive in high‑stress or crisis situations
Utilize de‑escalation strategies and teach self‑regulation skills
Build strong relationships with students, staff, and families
Collaborate effectively with general education staff and multidisciplinary teams
Supervise, guide, and support instructional assistants
Analyze data and adjust instruction and interventions accordingly
Support students in developing independence and transitioning to less intensive supports
Communicate effectively in oral and written formats
Organize and manage multiple responsibilities within timelines
Maintain confidentiality and professional judgment

WORKING ENVIRONMENT

Requires frequent standing, walking, and physical movement, including lifting, carrying, pushing, pulling, stooping, kneeling, and crouching
May include responding to students in crisis situations
Work is performed in a school environment with occasional exposure to unpredictable situations

EXPERIENCE

Job related experience.

Experience with creating and implementing behavior support plans, behavior management systems, social emotional learning, student motivation, and de‑escalation and crisis prevention training is desired.

EDUCATION

Bachelor’s degree or higher in Education or a related field required

CERTIFICATES & LICENSES

Valid Oregon teaching license with Special Education endorsement (or ability to obtain)
CPR/First Aid certification (or ability to obtain)
Ability to complete required de‑escalation and crisis prevention training (e.g., Mandt)
Meets the standards of Competent and Ethical Performance as outlined in Oregon Administrative Rules (OAR 584‑020‑0000 to 584‑020‑0045)

NOTE: This is not necessarily an exhaustive or all‑inclusive list of responsibilities, skills, duties, requirements, efforts, functions, or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify, or delete any aspect of this (or the position itself) at any time as it deems advisable.

Position Type

Full Time

Salary

$54,416 to $97,645 Per Year

Job Requirements